S 533 




RECENT INFORMATION 



RESPECTING 



AGRICULTURAL EDUCATION 



ELSEWHERE. 



In order to ascertain the experjgnce of other institutions whose 
aims are kindred to those of, the University of CaUfornia, voUimi- 
nous collections have been made of their reports and catalogues, 
and many letters have been interchanged with the most enlightened 
leaders of education in this country. Attention is particularly 
called to the experience of Cornell University, the University and 
Agricultural College of Michigan, the Illinois Industrial Univer- 
sity, the Universities of Wisconsin, Minnesota, and Iowa, and the 
Iowa Agricultural College ; as well as to the experience of the older 
States, the Amherst Agricultural College, the Renssalaer I*oly- 
technic School, the Massachusetts Institute of Technology, the 
Stevens Institute at Hoboken, the Bussey Institution of Harvard 
College, and the Sheffield Scientific School of Yale College. 

Some interesting utterances on the subject of modern agriculural 
education are contained in the following extracts from printed or 
manuscript papers in the possession of the Regents. 

These extracts are not compiled for the purpose of exhibiting the 
full activity of these institutions, but in order to show that some of 
the difficulties which are experienced in California are encountered 
elsewhere, and also to show that some of the best institutions in the 
country are declaring that Agriculture is to be advanced by care- 
ful investigations, and that the scope of the National Colleges must 
be liberal and comprehensive — not narrowed and partial. 



^•e. 



■3 



FROM PROFESSOR E. C. BESSEY, OF THE IOWA AGRICULTURAL COL- 
LEGE, JANUARY 17th, 1874. 

You refer to a problem which is somewhat difficult to solve ; i. e., 
What is the proper work to be done on an experimental farm and 
garden ? As you saj, you cannot expect to compete with the 
shrewd and successful people al)out you, already engaged in farm- 
ing and market gardening. It is difficult to determine, in an ex- 
perimental garden, for example, how far it is profitable to illustrate 
the commoner operations in gardening by their actual performance. 
We hardly know yet when to begin or end our work, for there has 
been comparatively little done in systematizing either horticulture or 
agriculture. 

The fact of an experimental station being connected with an in- 
stitution of learning, adds somewhat to the complications of the 
case ; for many things must be done in such case which otherwise 
would be unnecessary : and yet, from an experience of eight 
years as student and teacher, I am inclined to believe 
tliat the greatest good can be done by making the Arbori- 
culture, the Botanical and Experimental Gardens, rather 
adjuncts to the natural sciences, than tlie reverse. That is, 
I am pretty well assured that it will result in greater good, if the 
natural and physical sciences are made the centers, so to speak, 
from which to ptiss outward to the so-called j^^actiea/. sciences. I 
should teach Horticidture very largely as Economic Botany, treat- 
ing it from the standpoint of the latter science ; thus leaving most 
of that Avhich relates to the details of planting, caring, and gather- 
ing of crops, to be learned by the student elsewhere. The market 
gardens to be found about any of our hxrger cities, and the many 
well-conducted farms to be found in any county, will afford facilities 
for learning much m.ore easily all that pertains to the minutiie of 
either, than any model garden or farm it is now possible to estab- 
lish. 

It is not altogether unlikely that, in the School of Agriculture 
of the future, the student will be taught the natural and physical 
sciences, and then be given a year or two in which to thoroughly 
acquaint himself with the details, on some well-conducted farm. 
Perhaps, in such case, the degree of Bachelor of Science may he- 



FEB 7 19'^ 



conferred upon tlie student at the end of his College course, (of 
not less than four years) and another indicating proficiency in Ag- 
riculture, upon completing his apprenticeship. Probably you catch 
'"^ my idea. I am led to think that we must move in this direction, if 

we wish our industrial schools to do the greatest good. I am quite 
sure that, with the present limited amount of money at our com- 
mand, it is useless to expect to turn out from our industrial colleges 
and universities, finished farmers, gardeners, or mechanics. We 
can do this much, however — we can give our students a good 
foundation of pure science, upon which to rear a superstructure of 
applied science. 

PROFESSOR AGASSIZ OX THE VALUE OF RECENT RESEARCHES IN 

VEGETABLE LIFE, MADE IN THE AGRICULTURAL COLLEGE 

OF MASSACHUSETTS, AT AMHERST. 

At the close of President Clark's remarks on the " Circulation 
of Sap in Plants," before the Board of Agriculture, at Fitchburg, 
Dec. 2d, 1873, Prof. Agassiz volunteered the following telling com- 
pliment to the College. He said : " May I request you to grant' 
me half a moment, before you call upon the gentleman who is to^ 
speak next '? I need not praise what has been said by Presideat^ 
Clark, for the man that can make such investigations, and report 
them in such a manner, has the reward of his works in himself, and' 
no eulogy from others can add to his gratification. But I would' 
not allow this opportunity to pass, without saying a word with refer- 
ence to the College. From this time forward, this institution- has 
its place among the scientific institutions, if it had not before-; for 
only those institutions have a place in the scientific world which do 
something, and this is something extraordinary. It is a revelation: 
to physiologists. Let me say to those who have not thought that 
the Agricultural College was doing anything worthy of its ex|oense, 
that the production of this one paper has amply paid every dollar 
which the State has bestowed upon the institution." 

THE VIEWS OF PRESIDENT WHITE, OF CORNELL UNIVERSITY, 
JANUARY, 187-i. 

President Andrew D. White, of Cornell University, in an ad- 
dress delivered at Albany, January 21, 1874, before- the N. Y, . 



State Agricultural Society, has referred to the misapprehensions of 
some who disparage the Agricultural Colleges of the country. 
One objector, he says, was especially hilarious over the small 
number of graduates from our Agricultural Colleges. 

" Let us look at this. The number is at present very small, but I 
presume that no thoughtful man expected that at so early a period 
after their establishment the number would be very large ; nor, in- 
deed, do I expect that for some years the number Avill greatly in- 
crease. In a new country like ours, those professions which pre- 
sent the most brilliant returns, will be sought for first. Hence we 
find that when a farmer decides to educate his son, it is not gener- 
ally with the idea of making him a farmer. * * * * * * 

But while I allow freely that this is the case now, I can state 
quite as confidently that this condition of things cannot continue 
for many years. There are those now living among us who will 
stand among a hundred millions of citizens within the boundaries of 
our Republic. When that day comes — nay, long before — this 
present condition of things must change. The present system of 
routine cultivation — this ])resent system of '• skinning " lands and 
then running away to soils more fruitful, in the intention of rob- 
bing, and then running away from them in turn — cannot last. 
Men must got a subsistence on less and less land ; and they can 
only get it by bringing to bear upon it better and better cultiva- 

^Jqjj ****** * * * 

But grant that the number of students devoted to agriculture is 
small : it is not these alone whose education tells upon agriculture. 
Even a partial course in it has great value. It was the remark of 
a very distinguished statesman of this Commonwealth — one who 
occupied this desk as Speaker, yonder chamber as Governor, and 
who received the suffrages of many of his countrymen for the high- 
est office in their gift — that the main thing in agricultural educa- 
tion is to do something to make agricultural pursuits attractive. 

But suppose that no young men came forward to take agricul- 
tural studies, the new education Avould still tell powerfully on agri- 
culture. Think you, wc can send out year after year — as we did, 
last year — a hundred graduates from all our various departments, 
whose powers of observation have been trained, and whose real 
. knowledge of subjects bearing on agriculture has been extended by 



close study in Botany, Animal Physiology, Geology and Chemistry, 
without its telling ultimately on the progress of agriculture '? 

But suppose that not one student Avas even thus educated : I 
maintain that the State and Nation would receive more than the 
equivalent of its endowment. 

Look at a few figures. The last census gives certain agricul- 
tural statistics, whose magnitude is almost oppressive. The value 
of farm productions in the United States, in the year 1870, was 
considei'ably over two thousand millions of dollars. 

The value of farm productions in the State of New York, the 
same year, was over two hundred and fifty millions of dollars. 

Does not common sense teach us that we can well afford to make 
a little outlay to promote any sciences which may help such a vast 
interest ? If, in the course of years, in all these laboratories and 
experiments, some one useful idea shall be struck out, it would pay 
our endowments a thousand fold. 

Says Emerson : " The true poet is an inspired proi)het." Did 
you ever tliink wliat an inspiration lies in the poet's declaration that 
" the greatest benefactor of mankind is he who makes two blades 
of grass grow where one grew before ?" If not, look at the census 
returns showing the enormous value of the hay crop of these 
Northern States. 

Knowledge of nature, coming by research and observation in the 
laboratory and the field — these are to give us finally our " two 
blades of grass," and multitudes of other benefactions to our race, 
not less precious. 

The Sheffield Scientific School, at Yale College, has not a single 
student in agriculture ; but Professors Brewer and Johnson, by their 
expeiiments on fertilizers and kindred subjects, have returned the 
value of their endowment to the nation a hundred fold already. 

Take another item. The dairy products of New York, in 1870, 
were over one hundred million pounds of butter, and over twenty 
million pounds of cheese. Now, there has been quietly at work in 
our laboratory of Agricultural Chemistry, at Cornell University, 
a young professor, IMr. George C. Caldwell. He has made little 
noise in the world, but has worked quietly on upon the chemistry 
of the dairy. Said Mr. L. B. Arnold, an authority you all rec- 
ognize : " Professor Caldwell's researches on the chemistry of the 



dairy are worth more to the State than your whole endowment. He 
lias taut^ht us to do such thinij;s in dahy matters, and to increase 
dairy j)roducts, as we never dreamed of doing." And to this, sub- 
stantially, Mr. Arnold has lately sworn before the Commission of 
InvestiLfation. 

Take a few figures more from the same census. In 1870, the 
market-garden and orchard products of the State of New York 
amounted in value to close upon twelve millions of dollars. 

Can any one, then, gainsay the wisdom of our em};loying, as we do, 
a young naturalist of genius to devote his whole time to investiga- 
tion, and to giving lectures based upon these researches ? 

Take still other figures. The same census shows the value of 
farm implements in the State of New York to be over forty-five 
millions of dollars. In view of this, "we have investigations and 
lectures upon mechanics related to agriculture, and have obtained 
Eodels and implements at home and abroad, to illustrate this sub- 
ject. Is not the mere pittance this requires, well laid out? 

Take another branch of the subject. We liave been fitting up 
an establisliment for experiments in the best rotation of crops, and 
in the feeding of cattle. A careful resident Professor has been 
called to carry on these, and I trust that Mr. E. W. Stewart may 
be called to superintend them. 

Some time since, in view of this matter, I visited certain cattle- 
feeding establishments with a gentleman whose sound sense on such 
matters you all recognize, Hon. George Geddes. Said he : " This 
experiment fairly tried will be worth to the State of New York 
more than your whole endowment ; no matter which way it turns 
out ; no matter whether ' soiling ' is found )>rofitable or unprofita- 
ble ; to try this matter fully and fairly and scientifically, will be 
worth more than your endowmient." 

PROFESSOR S. W. JOHNSON, AUTHOR OF " HOW CROPS FEED," ON 
THE BUSSEY INSTITUTE, IN MASSACHUSETTS. 

[A'('.sn//.s- of Glaas-Jioiiae Reficarch.J 

Dr. Btorer's laborious study of the plant-feeding capacity of 
these materials, while sufficiently interesting in itself, doubtless in- 
volved other collateral (piestions. One important object but hinted 



\ 



at in the report, we conceive to have been, acquiring for himself 
and assistants a mastery of all the minute details of glass-house 
culture, as applied to investhjating the conditions of plant growth. 
The grand results of this mode of research, as recently developed 
by French and German scientists, have so transformed vegetable 
physiology within the last twenty-five years, that we here record 
our thanks to the Bussey Institution for the promise which we see, 
in these toilsome experiments, of new scientific harvests from a 
prolific field as yet almost uncultivated on this side of the At- 
lantic. 

The small number of students in attendance is regarded, in some 
quarters, as evidence that the Bussey Institution is not a success. 
There are various reasons why it probably may not, for years to 
come, be successful as a school, judged by tlic length of the roll-call 
merely. It cannot, however, fail to exert a widely-useful educational 
influence on public sentiment, if its Faculty simply labor to demon- 
strate how potent a lever the method of scientific investigation is 
for the elevation of agriculture. So soon as science can find among 
our agriculturists a constituency which is equal to the intellectual 
appreciation in detail of her spirit and her method, so soon we shall 
have good agricultural schools, amply supported and frequented. 

May we not hope for the speedy coming of a time, when the re- 
sults of the scientific study of the soil-depths and the plant-depths 
shall excite the popular interest as it is now stirred by the revela- 
tions that now reach us from the star-depths ? Chemistry is to these 
mysteries, that invite all our studies of the summer days, as astron- 
omy has been to the arcana which most keenly challenge our in- 
quiry in the winter nights. — New York Trilmne, January, 1874. 

PROFESSOR ATIIERTON, LATE OF THE ILLINOIS INDUSTRIAL UNI- 
VERSITY, AND NOW OF THE RODGERS SCIENTIFIC SCHOOL, ON 
AGRICULTURAL EDUCATION. 

Professor Atherton, commenting on a journal which had spoken 
of " Agricultural Colleges " as failures, meaning by " agricultural 
colleges " those which received, like the University of California, 
the National Grant of 186*2, speaks as follows: 

The assertion just mentioned is both fallacious and absurdly 
inaccurate. It is fallacious, because the institutions were never 



cbsigned by Congress to be " agricultural " merely. * * * 

This language certainly does not contemplate the teaching of " ag- 
riculture " alone, but of all the natural sciences which underlie its 
laws and processes ; all the mathematical and physical sciences 
which are the basis of the mechanic arts, and whatever else is 
adapted to promote " the liberal and i)ractical education of the 
industrial classes," not even excluding classical studies. It is, in 
short, the statement of a comprehensive scheme for promoting the 
higher education of the people— a thing which the Government has 
been doing ever since it first had public lands to dispose of. The 
institutions thus founded ha.ve come to be generally spoken of as 
" agricultural colleges " simply for want of a more convenient des- 
ignation, and probably, also, because " agriculture " happens to be 
the first important word in that part of the law just quoted. In 
case, however, of a large majority of the institutions, " agricul- 
ture " or " agricultural " forms only a part of the legal name ; and 
in case of two, neither word ai)i)cars. It may be freely admitted, 
therefore, that the number of students of " agriculture " is small, 
without for a moment implying that the agricultural colleges, so- 
called and mis-called, have few students. Indeed, it is strictly 
within the truth to say that the fact of there not being one student 
of " agriculture " among the whole number of institutions Avould 
not necessarily have the slightest bearing upon the question whether 
they are fulfilling the end for which they were established. The 
sole question is : Are the institutions established by the Act of 
1862 doing the work prescribed for them by tliat act ? There is 
ample proof that they are ; and it is the weakest kind of fallacy to 
apply an incorrect name to them, and then declare them a failure 
if they do not meet with the requirements of that name. If the 
law of 1862, instead of using the word " College," had simply said 
that the fund thereby appropriated should be for the support in 
each State of one " Scientific School," or one " School of Science 
where the leading object should be," etc., precisely what is now- 
stated in the clauses above quoted, the institutions would without 
doubt have come to be called " Scientific Schools," or, perhaps, 
" National Schools of Science," or some similar name. Quite cer- 
tainly they would not have been called " Agricultural Colleges," 
and that would have precluded a vast amount of honest misconcep- 



9 

tion respecting them, and would have rendered impossible some 
conspicuous attempts to befog the public mind. 

NOTE ON PROFESSOR ATHERTON's PAPER. 

The name " Agricultural," when applied to the College estab- 
lished by the National grant and the State donations added thereto, 
is by itself misleading. As is abundantly shown by Professor 
Atherton, while agriculture was first named, mechanical and other 
scientific instruction was to be coupled with instruction in agri- 
culture. The title " Agricultural Colleges " expresses but a part, 
however important a part, of the original object of the National 
Grant. The name " National Colleges," has been suggested as a 
much more comprehensive and accurate title ; and this is the des- 
ignation employed by the Hon. Mr. Morrill, (author of the bill 
making the original grant) in his speech on the latest phase of the 
question. 

Whatever name be thought best, the full scope of these institu- 
tions should always be born, in mind. 

Advantage has been taken of the restricted title " Agricultural," 
by those who are unfriendly to the modern scientific methods. 
These national schools of science are held up to reproach, because 
they have so few distinctively agricultural students. It is a false 
reproach. The whole number of students in all the scientific 
courses, which are so closely affiliated, is to be taken into the ac- 
count. With these, the National Schools, fostered by the so-called 
" Agricultural Grant," everywhere make an excellent showing. 
None of them could make a good showing, if it were put on the 
narrow footing of a strictly agricultural curriculum. 

ON AGRICULTURAL EXPERIMENT STATIONS. 

[by PROFKSSOR S. W. JOHNSON OF THE SHFFIELD SCIENTIFIC SCHOOL.] 

Professor Johnson, when called upon to inform the committee as 
to the matter in hand, said that the same sort of investigation 
Avhich has been of such assistance in all other branches of human 
industry, must be of service when applied to agriculture. The 
farmers in Leipsic, Germany, long ago, found out that many ques- 



10 

ions arose in individual experience in farming, that could not be 
harmonized and fairly understood without the help of scientific ex- 
perts. So they learned shortly to establish chemists' laboratories, 
with means for testing and answering the various ({ueries that arise 
in a studious farmer's mind in his usual avocations ; questions of 
feeding cattle, manuring land, and of the (jualities and constituents 
of farm produce. There are now some seventy such stations 
established in the German States. The stations have been at work 
industriously, disseminating the results of their experiments through 
the press. Their publications have become voluminous and valu- 
able, producing a new literature for the farmer, so important in the 
eyes of the most intelligent European farmers as to have produced 
a revolution in practical'^ agriculture. In the matter of feeding 
cattle especially, much benefit has been derived from exact knowl- 
edge of the nutritive qualities of fodder. The ability to make 
more profitable combinations of the food of animals, so as to prevent 
waste, has alone, in the opinion of the average German farmers, 
repaid by many times all the expenses of these stations. These 
farmers have also learned to feed their crops, finding their account 
in doing this accurately according to the peculiar needs of each. 
They would no more throw down food to their plants thoughtlessly 
by the ton, than before their animals. These stations are not forced 
upon the pcojile by the government, but grow out of organized 
private enterprises with government help, and are largely supported 
by farmers themselves. The secret of their growth, thrift, and 
usefulness in Europe, lies in the fact that farmers have called for 
them. 

It is found by German professors that, in making experiments 
upon soils and plants, not a great deal of land is needed. A box 
or barrel of soil — protected by glass, if necessary — can be much 
more conveniently forced to yield its secrets, at the first trial, than 
when exposed broadcast upon a farm. If we wish, for instance, to 
know what changes take place in putrescent stable manure, these 
can be determined for general application better without the use of 
a farm ; a load or two of manure is sufficient. Field experiments 
will prove very expensive, and at the end the results must be of a 
sort that would vary by a change of location. The weather plays 
the mischief sometimes with experiments out of doors. The prin- 



11 

cijiles sought for are more readily and certainly grasped by trials 
in a small way, Avhere the conditions are under control. — JIartford 
CoiircDit, Jan. loth, 1874, 

FROM "agricultural SCHOOLS IN EUROPE," IN A REPORT OF 
THE SECRETARY OF MASS. BOARD OF AGRICULTURE. 

I. 

" It would be unfair to assert that the advocates of University 
teaching, in Germany, undervalue practice. Their position is that 
the union of the highest education in the sciences and the practice 
is incompatible at the same time and at the same school, and they 
advise the pujiil to begin at the fountain head, and become well 
grounded in the scientific principles, and then to go on a farm un- 
der a competent, practical man, and learn the details of farm 
management. * * * Liebig has taken the ground very strenuously 
in favor of a connection with the universities, and a great majority 
of the agriculturists adopt that view ; or take a middle ground, that 
the location should be in the immediate vicinity of some established 
university, partly as a means of bringing the students under uni- 
versity laws, and partly to give the professors a higher position in 
the estimation of their pupils, and to avail themselves of the ad- 
vantages of the collections, libraries, etc., which a university can 
offer, as well as the talent of university professors." 

II. 

" Nor do I think that any impartial observer can fail to see that, 
had the Agricultural College of Circencester been connected with 
one of the universities, Cambridge or Oxford, it would be more 
likely to accomplish the ends Avhich it now proposes to itself, would 
possess greater vitality, and receive a far more liberal patronage 
from the class of people it now aims to educate, than it does, or is 
likely to, in any time to come. It would have been able to secure 
and retain the highest scientific talents ; while the farm which is 
now used simply as a model for illustration, on which the students 
do not work, would have been equally valuable and important on 
the downs of Oxfordshire, or on the fens of Cambridge." 



12 



III. 



" In Germany, where the experience has been longer than in any 
other part of Europe, the question of connecting agricultural in- 
stitutes with others, or of having isolated and independent establish- 
ments, has long been agitated, and is now more warmly discussed 
than ever before ; one party — and it is possibly by far the larger 
— taking the ground for, and the other against, such union ; each 
governed, in a measure, no doubt, by personal experience in the 
one or the other system. 

So far as I was able to inform myself, the ground taken by the 
advocates of a luiion with the universities is, that it is better for a 
young man, setting out to procure a liberal education in agri- 
culture, to lay the foundation in a thorough knowledge of general 
principles embodied in the wide range of sciences which bear more 
or less upon agriculture, and then to devote himself to the applica- 
tion of those principles by practical labor on a suitable farm or 
farms for one or more years, or till he becomes efficient in the 
manipulations. 

This course will be seen, on reflection, to be closely analogous to 
our i)resent most approved modes of acquiring a thorough knowl- 
edge of law, medicine, and divinity." 

THE " A(iRICULTURAL COLLEGE IX PENNSYLVANIA " ABANDONS THE 
NAME, FOR THAT OF THE PENNSYLVANIA STATE COLLEGE. 

Pennsylvania State College. — Upon ap|.lication by the 
trustees of the Agricultural College of Pennsylvania, the court of 
Centre County has changed the name of that institution to the one 
given above. The change was desired, because the old name 
misled many persons as to the character of the college, and failed 
to express the breadth of purpose contem[)lated by the law of 
Congress under which it received its endowment. The law dis- 
tinctly stated that the institutions organized under it, " shall have 
as their leading object, without excluding other scientific and 
classical studies, and including military tactics, to teach such 
branches of learning as are related to Agriculture and the 
Mechanic Arts." 



13 

From this it will be seen that no strictly agricultural college 
could do the work required. The effort of the authorities of the 
State College to give instructions in the various branches required 
by Congress, was denounced by many persons as a departure from 
the purpose of the institution as indicated by its name ; and the 
fact that some of its graduates engaged in other pursuits than 
agriculture was proclaimed as proof of failure or fraud on the part 
of the Faculty. In many instances, students were prevented from 
entering, under the impression that the college was designed for 
only those who intended to be farmers. — Courant, Feb. 14th, 
1874. 

EXPERIENCE OF THE SHEFFIELD SCIENTIFIC SCHOOL. 

The reproach has sometimes been brought against this institution, 
which received the Congressional Grant of 1862, that it was not 
training agriculturists. Twice, at least, the investigations made 
by the Professor of Agriculture in the Chemical Laboratory, re- 
vealed the fraudulent character of certain popular fertilizers sold to 
the farmers of the State, and thus saved the State hundreds of 
thousands of dollars. — far more than the institution received from 
the National Grant. 

In that same institution, two books have been prepared, by 
orimnal scientific work, which are now the manuals of instruction in 
this and other countries. The value of such research is seen by 
the following statement : 

The success of the two books on agricultural chemistry, " How 
Crops Grow," and " How Crops Feed," by Prof. Samuel W. 
Johnson, of the Sheffield Scientific School of Yale College, is 
somewhat remarkable, if we may judge from the favor which they 
have met with from scientific men. The first of these two works is 
now extant in three different languages — English, German, and 
Russian ; and the second in two — English and German. '• How 
Crops Grow" appeared In 1868, from the well known agricultural 
publishing house of Orange Judd & Co., and has had a steady if 
not extensive sale. The comi)anion volume, " How Crops Feed," 
appeared in 1870. The first volume, " How Crops Grow," was 
reprinted in England in 1869, by Macmillan & Co., from advance 
sheets, under the joint editorship of Prof. A. H. Church, professor 
of Chemistry in the Royal Agricultural College at Circencester, 



14 

and Trof. W, T. Thisfelcton D\^er, professor of Natural History in 
the same institution. In 1871, this same book appeared in German, 
having been translated at liaron Justus Liebig's request, by his son, 
Herman, the present Baron von Liebig. The companion volume, 
" How Crops Feed," appeared under the same auspices the follow- 
ing year. And finally, during the past year, a Russian edition of 
" How Crops Grow " has appeared in St. Petersburg. This edi- 
tion comes out under the following title : " The Life of Agricultu- 
ral Plants. Hand-book for Agricultural Schools and for Self In- 
struction. By Samuel W. Johnson, Professor of Agriculture and 
Agricultural Chemistry at Yale College, in New Haven. Trans- 
lated from the German by N. K. Dimasheff, St. Petersburg : 
1871." This volume is numbered Tome I, so that it is presumed 
to be the intention of the translator to bring out tlie companion 
volume. 



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